The Effects of Choral Music TeacherExperience and Background on Music Teaching Style
Vol: 3, Issue: 1
2021
- 191Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage191
- Downloads107
- Abstract Views84
Article Description
The study investigated the effects of choral music teacher experience and background on music teaching style. Relationships between background variables and the effect of music teaching style and background on music festival participation and ratings were also investigated. Secondary choral music teachers (N=473) from a random national sample completed a background survey and the self-rated Music Teaching Style Test. Results showed moderate effects of teacher experience and background on music teaching style and moderate effects of teacher background and music teaching style on choral music festival participation and ratings. Trends across experience levels indicated self-reflective, broadening, interdependent, and deepening stages of development. Components of teacher background related to (a) time and advancement, (b) specialization and gender, and (c) geography and culture were identified. Discussion includes implications for teacher education and inservice training, behavioral and cognitive research, and for a variety of philosophical and curricular issues in music education.
Bibliographic Details
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